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初中英語(yǔ)人教版八年級(jí)下冊(cè)單元教學(xué)設(shè)計(jì)
單元名稱 Unit1 What’s the matter
指導(dǎo)思想 根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)要求。教師應(yīng)激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生的自信心，本著以學(xué)生為中心，教師為主導(dǎo)的原則，為學(xué)生充分提供練習(xí)英語(yǔ)的機(jī)會(huì)，著重培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。
單元教學(xué)內(nèi)容分析 本單元以“What’s the matter ”為話題展開(kāi)教學(xué)活動(dòng)。首先通過(guò)學(xué)生實(shí)體來(lái)學(xué)習(xí)身體部位名詞的單詞，以及如何表達(dá)不同的疾病，引導(dǎo)學(xué)生關(guān)注自己及身邊入的身體健康。然后教學(xué)根據(jù)他人的種種不適提出建議并使學(xué)生意識(shí)到要如何去保持健康，養(yǎng)成良好的生活習(xí)慣。通過(guò)應(yīng)用本單元的句型“What’s the matter I have a…You should/shouldn’t…”及本單元的聽(tīng)力訓(xùn)練，各種方式的口語(yǔ)交際活動(dòng)，使學(xué)生積極參與活動(dòng)，從而培養(yǎng)學(xué)生的綜合語(yǔ)言應(yīng)用能力。
單元學(xué)習(xí)目標(biāo) 1.語(yǔ)言目標(biāo)：描述健康問(wèn)題的詞匯，及如何根據(jù)別人的健康問(wèn)題提建議。 2.技能目標(biāo)：能聽(tīng)懂談?wù)摻】祮?wèn)題的對(duì)話材料；能根據(jù)別人的健康問(wèn)題提建議；能寫出重點(diǎn)單詞，重點(diǎn)句型,并能描述怎樣對(duì)待健康問(wèn)題。 3.情感目標(biāo)：通過(guò)開(kāi)展扮演病人等活動(dòng)，培養(yǎng)學(xué)生關(guān)心他人身體健康的品質(zhì)。同時(shí)培養(yǎng)學(xué)生處理緊急事件的基本能力，樹(shù)立緊急事件時(shí)互相幫助的精神。
單元課時(shí)分配 Section A1(1a-2d) Section A2(3a-3c) Section A3 Grammar Focus-4c Section B1 (1a-2e) Section B2 (3a-Self check)
單元學(xué)習(xí)評(píng)價(jià)
六、第一課時(shí)教學(xué)設(shè)計(jì)
單課時(shí)文本分析 在學(xué)習(xí)了身體各部分單詞的基礎(chǔ)上，要求學(xué)生學(xué)會(huì)談?wù)撟约杭八说慕】禒顩r，了解基本的醫(yī)學(xué)常識(shí)，懂得常見(jiàn)病的基本處理方式，并能針對(duì)健康問(wèn)題提出自己的建議。有利于提高青少年了解常見(jiàn)的基本衛(wèi)生知識(shí)，促使他們養(yǎng)成良好的衛(wèi)生習(xí)慣，增強(qiáng)自我保護(hù)和防范能力。本課的核心語(yǔ)言項(xiàng)目是 “Ask and answer about health”。學(xué)會(huì)用 “What’s the matter ” 來(lái)詢問(wèn)他人身體狀況。通過(guò)教師豐富的肢體語(yǔ)言和繃帶的使用讓學(xué)生了解本課的教學(xué)重點(diǎn)-疾病的表達(dá)方式，從視覺(jué)上激起了學(xué)生的好奇心和求知欲。通過(guò)結(jié)對(duì)練習(xí)，游戲和角色扮演等多種任務(wù)的訓(xùn)練鞏固所學(xué)的基礎(chǔ)語(yǔ)言材料：I have a … You should/shouldn’t…
學(xué)情分析 本課通過(guò)表述身體的各種不適和談?wù)搨€(gè)人健康問(wèn)題，使學(xué)生學(xué)會(huì)關(guān)心自身及他人身體健康并且能提出一些建議，同時(shí)讓學(xué)生了解“a healthy lifestyle”
的重要性。但是由于學(xué)生年齡和生活經(jīng)驗(yàn)的限制，在談?wù)撊绾谓o合適的建議時(shí)，會(huì)遇到一定的困難。因此，在教學(xué)過(guò)程中，利用圖片、肢體語(yǔ)言，給予學(xué)生直觀的感受，并靈活運(yùn)用繃帶和白大褂等教具，創(chuàng)設(shè)真實(shí)的情境。除此之外，教師要給學(xué)生適時(shí)而恰當(dāng)?shù)墓膭?lì)。學(xué)生在課堂上的發(fā)言，教師都要盡力加以表?yè)P(yáng)，鼓勵(lì)，多運(yùn)用積極的鼓勵(lì)性語(yǔ)言，如“Believe yourself !”,“Good”, “Well done!”等。對(duì)于學(xué)生在口語(yǔ)練習(xí)中出現(xiàn)的錯(cuò)誤，不必有錯(cuò)就糾，有錯(cuò)必糾，使學(xué)生產(chǎn)生“躍躍欲試”的沖動(dòng), 享受成功的喜悅。
課時(shí)學(xué)習(xí)目標(biāo) 知識(shí)目標(biāo)：（1）熟練掌握詞匯及短語(yǔ)：matter, back, sore, throat, stomachache, foot, neck, stomach, fever, lie, rest, cough, X-ray, have a toothache, have a cold, lie down, take one’s temperature, go to a doctor… (2)能用以下句型進(jìn)行交際;What’s the matter I have a stomachache. What should I do You should lie down and rest. 技能目標(biāo)：結(jié)合聽(tīng)說(shuō)訓(xùn)練的學(xué)習(xí)活動(dòng)，掌握身體部位和健康疾患的詢問(wèn)和表示方法，并給出簡(jiǎn)單意見(jiàn)。 情感目標(biāo)：引導(dǎo)學(xué)生關(guān)注自己及身邊人的身體健康，學(xué)習(xí)如何關(guān)心他人及適當(dāng)提出建議并意識(shí)到如何去保持健康并養(yǎng)成良好的生活習(xí)慣。
教學(xué)重難點(diǎn) 重點(diǎn)：①疾病的詢問(wèn)和表達(dá)；②熟練運(yùn)用should/shouldn’t提出健康建議。 難點(diǎn)：學(xué)會(huì)談?wù)摻】祮?wèn)題并給出恰當(dāng)?shù)慕ㄗh
課時(shí)教學(xué)反思：
活動(dòng)設(shè)計(jì) Step 1 Warming up and new words 1.Look at a picture and learn the parts of the body. 2. New words and phrases. Step 2 Presentation 1a Look at the picture. Write the correctletter [a-m] for each part of the body. ___arm ___ back ___ ear ___ eye ___ foot ___hand ___ head ___ leg ___ mouth ___neck ___nose ___ stomach ___ tooth Step 3 Listening 1b Listen and look at the picture. Then number the names 1-5
Listen to the conversations again and fill in the blanks. Conversation 1 Nurse: What’s the matter, Sarah Girl: I ___________. Conversation 2 Nurse: What’s the matter, David Boy: I _________________. Conversation 3 Nurse: What’s the matter, Ben Boy: I _________________. Conversation 4 Nurse: What’s the matter, Nancy Girl: I_________________. Conversation 5 Betty: What’s the matter, Judy
Ann: She__________________. Step 4 Speaking 1cLook at the pictures. What are the students’ problems Make conversations. Examples A: What’s the matter with Judy B: She talked too much yesterday anddidn’t drink enough water. She has a very sore throat now. A: What’s the matter with Sarah B: She didn’t take care of herself on theweekend. She was playing with her friends at the park yesterday. Then it got windy, but she didn’t put on her jacket. Now she has a cold. Step 5 Guessing games Guesswhat has happened to the students by using the important sentences. Step 6 Listening 2a Listen and number the pictures [1-5] in the orderyou hear them. 2b Listen again. Match the problems with the advice. Step 7 Speaking 2c Make conversations using the informationin 2a and 2b A: What’s the matter B: My head feels very hot. A: Maybe you have a fever. B: What should I do A: You should take your temperature. Step 8 Role–play Imagine you are the school doctor. A few students have health problems. Role-play a conversation between the doctor and the students. 2d Role –play the conversation
Step 9 Language points and summary 1. What’s the matter
這是人們特別是醫(yī)生和護(hù)士詢問(wèn)病人病情時(shí)最常用的問(wèn)句, 意思是“怎么了 ”其后通常與介詞with連用。 類似的問(wèn)句還有: What’s wrong 怎么啦 What’s wrong with you 你怎么了 What’s your trouble 你怎么了 What’s the trouble with you 你怎么了 What’s up 你怎么了 have a cold 傷風(fēng), 感冒, 是固定詞組。 表示身體不適的常用詞組還有: have a bad cold 重感冒 have a fever 發(fā)燒 have a headache 頭痛 have a stomachache 肚子痛, 胃痛 have a toothache 牙痛 Summary 1. 牙疼 have a toothache 2. 胃疼 have a stomachache 3. 背疼 have a backache 4. 頭疼 have a headache 5. 喉嚨疼 have a sore throat 6. 發(fā)燒 have a fever 7. 感冒 have a cold 8. 躺下并且休息 lie down and rest 9. 喝熱蜂蜜茶 drink hot tea with honey 10. 喝大量水 drink lots of water 11. 看牙醫(yī) see a dentist 12. 量體溫 take one’s temperature 13. 看醫(yī)生 go to a doctor Step 10 Exercises 根據(jù)上下文意思填空。 Mandy: Lisa, are you OK Lisa: I _____ a headacheand I can’t move my neck. What ______ I do Should I _____ my temperature Mandy: No, it doesn’tsound like you have a fever. What _____ you do on the weekend Lisa: I played computer_____ all weekend. Mandy: That’s probablywhy. You need to take breaks _____ from the computer.
Lisa: Yeah, I think I satin the _____ way for too long without moving. Mandy: I think you should ____ down and rest. Ifyour head and neck still hurt tomorrow, then go to a _______. Lisa: OK. Thanks, Mandy. 翻譯下列句子。 1. 你怎么了？我頭痛。 2. 他怎么了？他發(fā)燒
3. 李明怎么了？他喉嚨痛。他應(yīng)該多喝水。 4. 如果你的頭和脖子明天仍然疼的話，請(qǐng)去看醫(yī)生。 Homework Make up a conversation between a doctor anda patient.
板書設(shè)計(jì) matter
what’s the matter
Stomacha-che
headache
sore
I have a headache
I have a stomacha-che
I have a toothache
I have a sore neck
I have a sore arm
I have a sore leg
cold
I have a cold
I have a fever
第二課時(shí)教學(xué)設(shè)計(jì)
單課時(shí)文本分析
對(duì)于像本篇故事性強(qiáng)的這類文章，閱讀中關(guān)注情節(jié)發(fā)展思維先后順序可以有效地促進(jìn)學(xué)生對(duì)文章地理解。
2.學(xué)情分析 利用“Time line”啟發(fā)學(xué)生逐步意識(shí)到理清事件的先后順序有助于理解課文
3.課時(shí)學(xué)習(xí)目標(biāo) 旨在訓(xùn)練、發(fā)展學(xué)生的閱讀能力。對(duì)于像本篇故事性強(qiáng)的這類文章，閱讀中關(guān)注情節(jié)發(fā)展思維先后順序可以有效地促進(jìn)學(xué)生對(duì)文章地理解。
教學(xué)重難點(diǎn) 能運(yùn)用閱讀策略完成閱讀; 能運(yùn)用本課時(shí)重點(diǎn)短語(yǔ)造句
課時(shí)教學(xué)反思：
6.活動(dòng)設(shè)計(jì) Step 1: 掃讀課文，完成簡(jiǎn)單的問(wèn)答活動(dòng)。目的是讓學(xué)生整體感知課文內(nèi)容，讓學(xué)生通過(guò)對(duì)標(biāo)題和插圖的討論來(lái)深化課文學(xué)習(xí)。 Step 2: 繪制時(shí)間線。在學(xué)生對(duì)課文形成初步期待后，要求學(xué)生瀏覽課文，通過(guò)協(xié)作，理清故事脈絡(luò)。 Step 3: 細(xì)節(jié)判斷題。時(shí)間軸呈現(xiàn)后，讓學(xué)生再次細(xì)讀課文，選出具體情節(jié)。目的是訓(xùn)練學(xué)生細(xì)節(jié)信息的掌握，深化課文學(xué)習(xí)。 Step 4: 小組合作回答3c問(wèn)題。糾正學(xué)生理解上的偏差 Step 5: 根據(jù)文章內(nèi)容填空。達(dá)成知識(shí)的運(yùn)用，反饋學(xué)習(xí)效果
Step 6: 重點(diǎn)知識(shí)點(diǎn)的講解。根據(jù)板書復(fù)述文章內(nèi)容，以達(dá)成知識(shí)的運(yùn)用。 Step 7: 布置作業(yè)并進(jìn)行情感升華。
7.板書設(shè)計(jì) Unit1 What's the matter (Section A 3a-3c)
Time: At 9:00 a.m. yesterday.
Place: At the side of Zhongshan Road.
Characters: Yang Ping, the man who had a heart problem, the woman next to, the passengers
Cause: A man had a heart problem and the woman next to him shouted for help.
Procedures: Wang Ping stopped the bus and found out what happened , then carried the man onto
the bus with the help of some passengers.
Result: The man was saved in time. The driver and the passengers were praised.
第三課時(shí)教學(xué)設(shè)計(jì)
1.單課時(shí)文本分析 這部分主要是就醫(yī)句型，反身代詞和情態(tài)動(dòng)詞should表達(dá)建議的句型
2.學(xué)情分析 學(xué)生已經(jīng)對(duì)疾病及相應(yīng)建議較為熟悉，但有些語(yǔ)法細(xì)節(jié)需要注意。
課時(shí)學(xué)習(xí)目標(biāo) 1.聽(tīng)懂并掌握下列詞匯:
bandage, press, sick, knee, nosebleed
2.能聽(tīng)懂與疾病或事故相對(duì)應(yīng)的處理方式的對(duì)話。
3.能談?wù)摻】祮?wèn)題與事故，并就健康與安全問(wèn)題提出簡(jiǎn)單的建議。
4.了解一些意外事故的處理方法，學(xué)會(huì)如何應(yīng)對(duì)意外事故。
5.正確運(yùn)用就醫(yī)句型，反身代詞和情態(tài)動(dòng)詞should表達(dá)建議的句型。
教學(xué)重難點(diǎn) 重點(diǎn):1.核心詞匯及常用表達(dá)。
2.能談?wù)摻】祮?wèn)題與事故，并就健康與安全問(wèn)題提出簡(jiǎn)單的建議。 難點(diǎn):正確運(yùn)用就醫(yī)句型，反身代詞和情態(tài)動(dòng)詞should表達(dá)建議的句型。
6.課時(shí)教學(xué)反思：
7.活動(dòng)設(shè)計(jì) Step1 Preparation 課前3分鐘朗讀課本第3頁(yè)3a.
Review the story “Bus driver and passengers
save an old man” by answering the teacher's
準(zhǔn)備
questions or trying to retell the story.
1. When and where did the story happen
2. Can you tell me the bus driver 's name and
age
3. What's the matter with the old man
4. Should the old man go to the hospital right
away 5. What did Mr. Wang do
(stoped .. got off and ask...; knew..; told the
passenger...; expected most or all of the
passengers....)
6. Did all of the passengers agree to go with
Mr. Wang
7. Did the doctors save the old man in time
8. What should we learn from Mr. Wang
Step2 Presentation Learning tasks“示標(biāo)定向”
(1)學(xué)習(xí)并掌握新詞匯: herself， fall down
ation
(2)能正確使用語(yǔ)法要點(diǎn)中的句型。
2. Leading-in"導(dǎo)入新課”
利用課件出示圖片，呈現(xiàn)對(duì)話。
1) What's the matter I have a stomachache.
You shouldn't eat so much next time.
2) What's the matter with Ben He hurt himself.
He has a sore back. He should lie down and rest.
3) Do you have a fever Yes, I do. / No, I don't./
I don't know.
4) Does he have a toothache Yes, he does./
He should see a dentist and get an X-ray.
5) Should I put some medicine on it Yes, you
should./ No, you shouldn't. Step 3 Practice
1.機(jī)械操練(Mechanical Drills)
Ask and answer the conversations in pairs according to the pictures.
2.有意義操練(Meaningful Drills) 4a
Group work:
(1) Fill in the blanks.
(2) Check the answers.
(3) Practice the conversations in pairs.
3.交際性操練(Communicative Drills)4b
(1) Circle the best advice for these health
problems.
(2)Then ask your own advice.
(3) Share their answers. Step 4
Activity 4c:
1. Practice the conversations in groups.
A: What's the matter Did you hurt yourself
playing soccer
B: No, I didn't.
C: Did you fall down
5) Should I put some medicine on it Yes, you
should. / No, you shouldn't. B: Yes, I did.
D: You should go home and get some rest.
2. One student mimes a problem. The other students in your group guess the problem and give advice. NameProblemAdvice
Step 5 Examination 1.引導(dǎo)學(xué)生小結(jié)梳理知識(shí)框架、規(guī)律、方法，并對(duì)合作小組當(dāng)堂學(xué)習(xí)情況進(jìn)行總結(jié)評(píng)價(jià)，鞏固學(xué)生所獲得的語(yǔ)言知識(shí)和經(jīng)驗(yàn)，讓學(xué)生在評(píng)價(jià)中反思，在反思中進(jìn)步。
Ask one of the students to say what they have learnt.
1 ) words
2) phrases
3) sentences
2.當(dāng)堂檢測(cè):教師要隨堂進(jìn)行評(píng)價(jià)，批改可以由學(xué)習(xí)小組內(nèi)互批、組間互批、集體訂正等方法,批閱后教師要統(tǒng)計(jì)達(dá)標(biāo)情況，收集反饋信息，當(dāng)堂矯正補(bǔ)救。
Step 6. Assignment 1. 口頭作業(yè):讀課本， 編對(duì)話，背筆記。
2.書面作業(yè): Finish off the exercises. Preview section B 1a-1d.
8.板書設(shè)計(jì) Unit 1 What's the matter Section A Grammar focus- 4c
九、第四課時(shí)教學(xué)設(shè)計(jì)
1.單課時(shí)文本分析 本部分主要講關(guān)于Aron Ralston 在逆境中成功拯救自己的故事，教育學(xué)生樹(shù)立頑強(qiáng)的意志品質(zhì)和果敢獨(dú)立的精神,熱愛(ài)生活，珍惜生命。
2.學(xué)情分析 學(xué)生已初步掌握本單元核心，在此基礎(chǔ)上可以加以延伸擴(kuò)展
3.課時(shí)學(xué)習(xí)目標(biāo) 知識(shí)目標(biāo)： 讀:能連貫、流暢地朗讀2b,并從中獲取有關(guān)信息，理解大意。
能運(yùn)用本單元的目標(biāo)語(yǔ)言寫一-篇談?wù)撃? -種病痛的特征和提供合理建議的短文。
語(yǔ)音:能熟練地朗讀2b中篇章，做到語(yǔ)音語(yǔ)調(diào)基本正確，自然，流暢, 并努力模仿錄音中的語(yǔ)音語(yǔ)調(diào)。
詞匯: 1.理解: bandage; nosebleed; sunburned; be in control of
2.熟練運(yùn)用: be used to; cut of mean; death; give up; sick; run out。 |語(yǔ)法: 能夠正確使用情態(tài)動(dòng)詞should shouldn't對(duì)健康問(wèn)題進(jìn)行書面答復(fù)
功能:通過(guò)閱讀有關(guān)篇章來(lái)獲取基本信息，理解大意，進(jìn)一步運(yùn)用情態(tài)動(dòng)詞should/shouldn't書寫小短文。
情感目標(biāo)： 教育學(xué)生樹(shù)立頑強(qiáng)的意志品質(zhì)和果敢獨(dú)立的精神,熱愛(ài)生活，珍惜生命，
4教學(xué)重難點(diǎn) 重點(diǎn)：能夠表達(dá)事故相對(duì)應(yīng)的處理方式。并能利用閱讀策略回答問(wèn)題。 難點(diǎn)：學(xué)生能夠正確運(yùn)用閱讀策略進(jìn)行閱讀。
5.課時(shí)教學(xué)反思：
6.活動(dòng)設(shè)計(jì) Step1 Greeting& Leading in Teacher guide the Ss to revise the old target language with pictures. A: What's the matter with… B: He /she… A: He /she should… T: Make a conversation at once with your good friend. T: Look at the picture of 1a. What happened What should he/she do Teach the new words and phrases. Step 2 practice Before listening, get Ss to read the problems in the form, then listen and check the problems in 1b. Step 3 listening Get Ss read 1c and make sure the listening Ss understand the meaning of phrases. Listen again, do 1c. 1d Practice in two, make conversation between the nurse and the teacher. If possible, write down in 3b. Step 3 reading
T: Do you like climbing mountains Did any accidents happen during your climbing What did you do to overcome it T: Do you know Aron Ralston Do you know the story of him Fast reading: Read the passage and underline the words you don't know. Then look up the words in a dictionary and write down their meanings. Read quickly, do 2c. Carefully reading, and do 2d. Get the Ss to read loudly by questions and find out some key words and phrases in the passage. Get Ss to read loudly together and then give some grammar analysis, do 2e. Step 8 Homework| 1 Remember the new words. Practice reading 2b.
7.板書設(shè)計(jì) Unit1 What’s the matter
Section B 1a-2e
The things you should do if you have a cold:
(1) drink more hot water
(2) be used to doing
cut off
give up run out
十、第五課時(shí)教學(xué)設(shè)計(jì)
1.單課時(shí)文本分析 在話題上本部分是對(duì)Section B部分的延續(xù)和承接，本節(jié)課，you should/you shouldn’t結(jié)構(gòu)應(yīng)該在上節(jié)課的基礎(chǔ)上達(dá)到熟練運(yùn)用。同時(shí)，本節(jié)課也是對(duì)本單元所有知識(shí)的綜合運(yùn)用。在本節(jié)課學(xué)生明確了如何根據(jù)給出的情景、提示，運(yùn)用委婉禮貌的語(yǔ)氣對(duì)問(wèn)題表示自己的看法，然后提出自己的建議和意見(jiàn)。
2.學(xué)情分析 預(yù)測(cè)本節(jié)課學(xué)生可能僅僅會(huì)簡(jiǎn)單的用you should /you shouldn’t 簡(jiǎn)單的羅列，因此在教授過(guò)程中讓學(xué)生討論生成多種句型結(jié)構(gòu)。
3.課時(shí)學(xué)習(xí)目標(biāo) 1. 在前邊四個(gè)課時(shí)學(xué)習(xí)的基礎(chǔ)上進(jìn)一步落實(shí)，幫助學(xué)生明確給出建議時(shí), 需要用到y(tǒng)ou should/ you shouldn’t。 2. 能夠綜合運(yùn)用所學(xué)知識(shí)來(lái)為他人給出建議，形成文本。
3. 通過(guò)為他人給出建議來(lái)達(dá)到熟練運(yùn)用所學(xué)知識(shí)的目的。
4.教學(xué)重難點(diǎn) 重點(diǎn)：①疾病的詢問(wèn)和表達(dá)；②熟練運(yùn)用should/shouldn’t提出健康建議。 難點(diǎn)：學(xué)會(huì)談?wù)摻】祮?wèn)題并給出恰當(dāng)?shù)慕ㄗh
5.課時(shí)教學(xué)反思：
6.活動(dòng)設(shè)計(jì) Step 1: Warm up& Lead in 1.Show some pictures about health problems (4 students will do） 既是對(duì)先前內(nèi)容的復(fù)習(xí)回顧，又能做到從學(xué)生的已知出發(fā)。 2. think about what advice should be given (work in groups). Describe the health problems in the pictures. Write down some sentences. 每一組選一幅圖片，將討論結(jié)果在講臺(tái)上展示，為寫作熱身。 Step 2: Presentation T：Today, we are going to write a letter to our friends. 1.look at the four pictures on the screen .Answer the questions: 要求學(xué)生分小組討論 2.Collection A. What should we write B. What expressions and sentence can we use C. How can we organize the necessary information and ideas we want to write (work in groups) Show their answers 過(guò)程的任務(wù)是拓寬思路，集思廣益，討論并交流如何表達(dá)以及用哪些詞組和句型，應(yīng)用什么時(shí)態(tài)。收集并整理學(xué)生所用詞匯、短語(yǔ)，句式多樣化。由學(xué)生課上生成多樣化句式。 Step 3: Activities T: Write down your outline on your exercise book. Write down the outline on the exercise book and show to other students. 體現(xiàn)邏輯關(guān)系,不同學(xué)生生成不同資源，教師適時(shí)點(diǎn)評(píng)，將課堂還給學(xué)生。 Step 4: Writing T: Choose 4 students to write on the blackboard. Other students write down on the exercise book. 1.Work in groups, different students, different tasks. No.1 and No.2 writes in different sentences. No. 3and No.4 just use what we have learnt in this unit.
2.Presentation. 小組合作，群策群力。不同的層次不同的任務(wù)， Step 5: Homework: Write down your advice to your friends who have had illness. Make a survey about the students’ about the illness they have had and give the advice to them in your group.
板書設(shè)計(jì) Show opinions: I’m sorry to hear that you are not feeling well. Give advice. I think you should/ you had better Take some medicing…. As for diet, it’s best to do … You shouldn’t…… Sum up: Keep exercising and I think you will be healthier.

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